The radiometer lab recently took place over about a week's worth of classes. Students were first given a radiometer, and a flashlight and asked to experiment with different positions of the flashlight and radiometer. Students were responsible for making observations of what they saw happening. They were also responsible for generating some questions based on their observations and what they were wondering about the set-up or radiometer itself. Classes then generated lists of things, using the radiometer, that they felt they could measure and quantify, the lists were shared out. Students were then asked to break down their questions into "testable" and "researchable" categories. What questions could they conduct an experiment about and receive quantifiable data? What questions could they simply research or google to find the answer?
Focusing in on their list of "testable" questions, students were then given a list of materials they would have available to them in order to set-up and conduct an experiment. Groups of students picked the question they wanted to test and began designing an experiment. Throughout this step and before, the teacher's role was more of a facilitator, bouncing around and helping groups think more deeply about the questions they had created, pointing out different ways that the materials could be used, and making sure that, according to time and material restraints, all the experiments the students were deciding to conduct were reasonable and possible.
The class was then given guidelines on scientific procedure writing, and asked to write the procedures for their experiment, using 3 different variables. Students were also asked to create a data table that would help them to organize the data they wished to collect. Procedures and data tables were approved by a teacher before the experimenting began.
Upon completion of data collections students were given guidance on why a conclusion should be written at the end of an experiment, and what should be included in a scientific conclusion. Students began writing their conclusions.
Students will not only be graded based on the procedure, and conclusion they submit for grading, they have also been receiving classwork grades each day of the experiment. Students were given classwork evaluations and asked to reflect on their group and individual work. Classwork grades truly helped to keep groups focused and productive, with grades based on cooperation, appropriate use of materials, productivity, and keeping in their groups, not distracting others.
Science Practices
This lab introduced students to the REAL scientific process, rather than just the scientific method that is taught each year. We really tried to express the importance of why each part of the lab report was important to the scientific process. This wasn't just a cookbook lab that we were asking students to complete so that they would have another grade in the book, this was more of an introduction to the processes, and methods true scientists use each day. How we share information, how we want others to be able to duplicate our experiment and hopefully back up our results.
-Radiometer Lab-
Description of Assignment:
The radiometer lab recently took place over about a week's worth of classes. Students were first given a radiometer, and a flashlight and asked to experiment with different positions of the flashlight and radiometer. Students were responsible for making observations of what they saw happening. They were also responsible for generating some questions based on their observations and what they were wondering about the set-up or radiometer itself. Classes then generated lists of things, using the radiometer, that they felt they could measure and quantify, the lists were shared out. Students were then asked to break down their questions into "testable" and "researchable" categories. What questions could they conduct an experiment about and receive quantifiable data? What questions could they simply research or google to find the answer?
Focusing in on their list of "testable" questions, students were then given a list of materials they would have available to them in order to set-up and conduct an experiment. Groups of students picked the question they wanted to test and began designing an experiment. Throughout this step and before, the teacher's role was more of a facilitator, bouncing around and helping groups think more deeply about the questions they had created, pointing out different ways that the materials could be used, and making sure that, according to time and material restraints, all the experiments the students were deciding to conduct were reasonable and possible.
The class was then given guidelines on scientific procedure writing, and asked to write the procedures for their experiment, using 3 different variables. Students were also asked to create a data table that would help them to organize the data they wished to collect. Procedures and data tables were approved by a teacher before the experimenting began.
Upon completion of data collections students were given guidance on why a conclusion should be written at the end of an experiment, and what should be included in a scientific conclusion. Students began writing their conclusions.
Students will not only be graded based on the procedure, and conclusion they submit for grading, they have also been receiving classwork grades each day of the experiment. Students were given classwork evaluations and asked to reflect on their group and individual work. Classwork grades truly helped to keep groups focused and productive, with grades based on cooperation, appropriate use of materials, productivity, and keeping in their groups, not distracting others.
Science Practices
This lab introduced students to the REAL scientific process, rather than just the scientific method that is taught each year. We really tried to express the importance of why each part of the lab report was important to the scientific process. This wasn't just a cookbook lab that we were asking students to complete so that they would have another grade in the book, this was more of an introduction to the processes, and methods true scientists use each day. How we share information, how we want others to be able to duplicate our experiment and hopefully back up our results.